117 lines
3.9 KiB
YAML
117 lines
3.9 KiB
YAML
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abstract: 'Background: Youths with physical disabilities face many barriers in
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society, including social exclusion, stigma, and difficulties finding
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employment. Electronic mentoring (e-mentoring) offers a promising
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opportunity for youths with disabilities and has the potential to
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improve their inclusion while enhancing career outcomes. However, little
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is known about the role of mentors in a Web based e-mentoring format to
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improve employment outcomes.
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Objective: This study aimed to explore the role of mentors in engaging
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youths in an e-mentoring intervention and to compare and contrast
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mentors'' engagement strategies within a 12- and 4-week format.
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Methods: This paper drew on a pilot feasibility study, which is a group,
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Web-based employment readiness intervention involving a discussion forum
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for youths with physical disabilities. Our intervention involved having
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trained youth mentors (ie, near-peers who also had a disability) lead
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Web-based discussion forums while offering peer support and resources,
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which involved 12 modules completed over both a 12- or 4-week format. We
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used a mixed method approach including qualitative data (mentor
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interviews and discussion forum data) and quantitative data (pre-post
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survey data) comparison.
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Results: A total of 24 youths participated across 3 e-mentoring
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intervention groups: 9 in the 12-week format (mean age 17.7 years {[}SD
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1.7]) and 15 in the 4-week format (mean age 19.5 years {[}SD 2.6]), led
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by 3 trained youth mentors with disabilities, 2 males and 1 female (mean
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age 22 years {[}SD 2.64]). Our findings revealed that mentors engaged
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youths in the e-mentoring program by providing informational, emotional,
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and tangible support. We noted more instances of mentors providing
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advice, empathy, and encouragement in the 12-week format compared with
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the 4-week format. We also found fewer examples of providing advice,
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developing a rapport, and social support from mentors in the 4-week
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format. Our findings revealed no significant differences between the 2
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groups regarding time spent in the forum, number of logins, number of
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posts, and self-rated engagement.
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Conclusions: Mentors in the 12-week and 4-week format engaged
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participants differently in providing informational and emotional
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support, although there were no differences in tangible support
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provided. Mentors reported that the 12-week format was too long and
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lacked interaction between participants, whereas the 4-week format felt
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rushed and had fewer detailed responses from mentees.'
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affiliation: 'Lindsay, S (Corresponding Author), Holland Bloorview Kids Rehabil Hosp,
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Bloorview Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
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Lindsay, Sally; Cagliostro, Elaine, Holland Bloorview Kids Rehabil Hosp, Bloorview
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Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
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Lindsay, Sally, Univ Toronto, Toronto, ON, Canada.'
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article-number: e15813
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author: Lindsay, Sally and Cagliostro, Elaine
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author-email: slindsay@hollandbloorview.ca
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author_list:
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- family: Lindsay
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given: Sally
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- family: Cagliostro
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given: Elaine
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da: '2023-09-28'
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doi: 10.2196/15813
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files: []
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issn: 2561-6722
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journal: JMIR PEDIATRICS AND PARENTING
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keywords: social support; mentor; youth; adolescent; employment
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keywords-plus: 'TRANSITION-AGE YOUTH; SPINA-BIFIDA; YOUNG-ADULTS; EMPLOYMENT; SUPPORT;
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PROGRAMS; SCHOOL; WORK; PERSPECTIVES; ADOLESCENTS'
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language: English
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month: JAN-JUN
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number: '1'
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number-of-cited-references: '68'
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orcid-numbers: Cagliostro, Elaine/0000-0003-3079-1141
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papis_id: fa846ef74819281c538aec9260d0a738
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ref: Lindsay2020webbasedintervention
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times-cited: '1'
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title: 'A Web-Based Intervention for Youth With Physical Disabilities: Comparing the
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Role of Mentors in 12- and 4-Week Formats'
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type: Article
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unique-id: WOS:000780472600008
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usage-count-last-180-days: '0'
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usage-count-since-2013: '2'
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volume: '3'
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web-of-science-categories: Pediatrics
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year: '2020'
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